A study on facilitating factors for the utilization of r-learning among kindergarten teachers

• Published in: 2014 11th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI) pp. 510 - 514
• Main Authors: Yeon Seung Lee, Soo Jin Lim, Minjung Lee, Jin Ryoung Choi
• Format: Conference Proceeding
• Language: English
• Published: IEEE 01.11.2014
• Subjects: Analytical models; Educational institutions; Facilitating Factors for Technology Utilization; Kindergarten Teacher; Planning; R-learning; Reliability; Robots; structural equation model; Weight measurement
• DOI: 10.1109/URAI.2014.7057473

The purpose of this study was to examine the structural relationship of influential variables for the utilization of r-learning in class by kindergarten teachers and the paths of the variables in an attempt to accelerate the utilization of r-learning among kindergarten teachers and provide some information on the vitalization of r-learning in early childhood education. The subjects in this study were 107 kindergarten teachers, on whom a survey was conducted. The collected data were analyzed by a statistical package AMOS 21.0. The findings of the study were as follows: First, image and fun affected perceived usefulness, and the self-efficacy of the teachers exerted an influence on perceived ease of use. Second, perceived usefulness had a significant impact on attitude toward r-learning utilization. Third, attitude toward r-learning utilization exercised an influence on both activities and evaluation that belonged to utilization in class.